Literature-Based Instruction Strategies for English Language Proficiency of Grade 8 Public School Students (Cluster A-2) in Calamba City

Abstract

INTRODUCTION

The endeavor of the study was to assess the Literature-Based Instruction Strategies in teaching English in relation to the language proficiency of Grade 8 students of Calamba National High School (Main), Calamba National High School (Annex), Looc NationalHigh School and Makiling National High School. Specifically, it sought to find out the following: the assessment of teachers and students in terms of scaffolding, modeling, cooperative learning, independent reading and literary response; the difference in the assessment of the two groups of respondents on the Literature-Based Instruction Strategies; the English language proficiency of Grade 8 students; and the extent of its observation to the language proficiency of Grade 8 students in English.

METHODS

The respondents of the study were 8 teachers in English and 320 Grade 8 students. Stratified random sampling was used in presenting the distribution of respondents. Concerning the Literature-Based Instruction Strategies in teaching Grade 8 English and its relationship to the English language proficiency of Grade 8 students, the five-point Likert Scale and the simple mean were also used.

RESULTS

Based on the findings of the investigation, it was found that both teacher-and-student respondents assessed the Literature-Based Instruction Strategies in terms of scaffolding, modeling, cooperative learning, independent reading and literary response as "Highly Observed (HO)" with an overall assessment of 3. 78. It was also found that there is no significant difference in the assessment of the teachers and students on the Literature-Based Instruction Strategies in English Grade 8.

DISCUSSIONS

There are, then, more questions than answers about the relationship between literature, poetry, and oral fluency development of English language learners. The results of this study indicate that carefully selected literature can interest students and suggest that further investigation of the best ways to use literature in language teaching may prove rewarding for both students and their teachers.